Name: Jana Emrich Course/Section EDUC345 Subject/Lesson: 3 Branches of Government Grade: 4 Standards Ar ansas State Standards C.4.3.

.3 Strand: Civics Standard 4: Government Students shall develop an understanding of the forms and roles of government. Grade 4 Identify the three branches of government: E ecutive !egislative "udicial ELA Common Core Standards #I.4.4 #eading Standards for Informational $e t %&' Grade 4 students: 4. (etermine the meaning of general academic and domain& specific )ords or phrases in a te t relevant to a grade 4 topic or sub*ect area. +,. By the end of year- read and comprehend informational te tsincluding history.social studies- science- and technical te ts- in the grades 4/' te t comple ity band proficiently- )ith scaffolding as needed at the high end of the range. #0.4.4a #eading Standards: 0oundational S1ills %&' Grade 4 students: 4. #ead )ith sufficient accuracy and fluency to support comprehension. a. #ead on&level te t )ith purpose and understanding. 2.4.3d 4 +, 2riting Standards %&' Grade 4 students: 3. 2rite informative.e planatory te ts to e amine a topic and convey ideas and information clearly. d. 5se precise language and domain&specific vocabulary to inform about or e plain the topic. +,. 2rite routinely over e tended time frames 6time for researchreflection- and revision7 and shorter time frames 6a single sitting or

Name: Jana Emrich Course/Section EDUC345 a day or t)o7 for a range of discipline&specific tas1s- purposes- and audiences. S!.4.+b-c-4d Spea1ing and !istening Standards %&' Grade 4 students: +. Engage effectively in a range of collaborative discussions 6one& on&one- in groups- and teacherled7 )ith diverse partners on grade 4 topics and texts- building on others8 ideas and e pressing their o)n clearly. b. 0ollo) agreed&upon rules for discussions and carry out assigned roles. c. 9ose and respond to specific :uestions to clarify or follo) up on information- and ma1e comments that contribute to the discussion and lin1 to the remar1s of others. d. #evie) the 1ey ideas e pressed and e plain their o)n ideas and understanding in light of the discussion. !.4.3a-d 4 ; !anguage Standards %&' Grade 4 students: 3. (emonstrate command of the conventions of standard English capitali<ation- punctuation- and spelling )hen )riting. a. 5se correct capitali<ation. d. Spell grade&appropriate )ords correctly- consulting references as needed. ;. =c:uire and use accurately grade&appropriate general academic and domain&specific )ords and phrases- including those that signal precise actions- emotions- or states of being 6e.g.- quizzed, whined, stammered7 and that are basic to a particular topic 6e.g.- wildlife, conservation, and endangered )hen discussing animal preservation7.

!bjecti"es/Students #i$$% Students )ill identify the three branches of government. Students )ill e plain- in )riting- the responsibilities of each branch. Students )ill )or1 cooperatively to determine effective :uestioning in order to comprehend the material. Students )ill use appropriate rules )hen having discussions )ithin a group- spea1ing clearly and listening )hen others are spea1ing.

Name: Jana Emrich Course/Section EDUC345 Ear$& 're(aration +. $eacher )ill prepare :uestions that he or she thin1s the students )ill as1 about the content as )ell as additional :uestions that students are not e pected to as1. 3. $eacher )ill prepare boo1let from "ohn >amilton8s boo1- $he Branches of Government- consisting of pages +,&3'.

'rocedure +. 9rior to beginning- the teacher )ill e plain that our government consists of different branches- outlined in the Constitution- )hich prohibits the central government from having too much po)er. 2e needed a strong central government- but )ithout ta1ing po)er a)ay from the people. $he 0ounding 0athers )rote the Constitution and the Bill of #ights for this reason. 6$hese )ill have been covered in previous lessons7 =ll citi<ens are a part of this democratic process and it is our duty to understand ho) it )or1s. 3. $eacher )ill begin by e plaining to students that before reading their selection- they )ill ta1e a short pretest over the topic of the branches of government. $eacher )ill e plain that before this pretest- they can as1 as many :uestions as they )ould li1e and she )ill ans)er and record on the board for their use. $eacher e plains that this method )ill help them learn ho) to effectively :uestion to give a purpose and focus for informational reading. 3. $eacher has created a list of :uestions that he or she e pects the students to as1- as )ell as a couple that are not e pected to be as1ed- prior to the lesson. 2hat does branch mean in this conte t? 2ho created the branches? >o) many branches are there? 2hat are the branches of the government? 2hat are each of the branches responsible for? >o) many members? Is the president part of a branch? >o) do they become members? 2ho can be a member? @uestions not e pected to be covered in discussion prior to pretest. 2hat is it called )hen the states share po)er

)u$ti($e *nte$$i+ences Aerbal.!inguistic Bathematical.!ogical Aisual.Spatial Busical.#hythmical Bodily.%inesthetic Interpersonal Intrapersonal Caturalist

,$oom-s .a/onom& %no)ledge Comprehension =pplication =nalysis Synthesis Evaluation

Name: Jana Emrich Course/Section EDUC345 )ith the central government? 2hat is a bicameral legislature? 2hat are the t)o parts of the legislative branch? 2ho is in charge of the e ecutive branch? 2hat is the "udiciary =ct? 4. $o begin :uestioning the teacher reads the title of the boo1 they )ill read from $he Branches of Governmentby "ohn >amilton. $he teacher then as1s students to )or1 )ithin their groups and they have 3 minutes to come up )ith :uestions. $he reporter for each group )ill )rite the :uestions for the group. '. =fter 3 minutes the teacher )ill as1 each reporter to as1 one :uestion as she )rites the :uestion and ans)er on the board. She continues through the groups until all :uestions have been as1ed. $he groups are allo)ed 3 more minutes to see if they have any follo) up :uestions- )hich the teacher ans)ers and records on the board- as )ell. ;. Dnce all :uestions have been as1ed- the teacher )ill give an oral pretest. =fter )hich he or she )ill as1 ho) students thought they did and if there )ere :uestions they struggled )ith. She )ill )rite these on the board. $hese should be the ones not covered in discussion and )ill form the purpose for reading. E. $eacher )ill hand out a pac1et that contains pages +,&3'- and students )ill pair up )ith their partners. 9artner = )ill read page +, aloud to B and then they )ill discuss )hether or not any of their purpose :uestions )ere ans)ered by the selection. 9artner B )ill read page +3 aloud to = and repeat the process for the remainder of the te t. F. 5pon completion- the teacher )ill read the captions for the photos on each page for further information. $eacher )ill also note t)o important facts- not covered in the boo1- on the board. Supreme Court *udges are appointed by the 9resident and the term is for life. $he teacher )ill then call upon students to ans)er purpose :uestions. G. Students )ill ta1e +, minutes to record all :uestions and ans)ers into their Social Studies noteboo1s- as )ell as adding the terms legislative- e ecutive*udicial- federalism- electoral college- and bicameral to their glossary at the end of their *ournals. +,. Ce t the teacher )ill pass out a song from 0locabulary- and divide the class into 3 sectionsH

Name: Jana Emrich Course/Section EDUC345 legislative- e ecutive- and *udicial. $eacher )ill play song on )hite board and students )ill follo) along )hen their part is up. =ll )ill *oin in for the chorus. $hey )ill revie) this periodically and practice until they have it memori<ed. ++. 0or their pro*ect- students )ill use the )riting templates given- one for each branch- to create a boo1. $here )ill be an illustrated cover sheet- the facts filled out on the templates- and an illustrated page for each branch depicting )hat they consider to be the most important aspect of that branch8s responsibilities. +3. 0inally- the students )ill use their personal blog to respond to the lesson- e plaining )hich aspects they felt )ere helpful and )hich )ere not. Assessment: =ssessment )ill ta1e place formatively as students interact )ith their groups and )ith class discussions. Summative assessment )ill include revie) of the boo1 they create- using the attached rubric- their *ournal entries- and their reflection in their personal blog. $he follo)ing day- the original pretest )ill be given )ithout the use of notes. Di00erentiatin+ *nstruction
Emotiona$/,eha"ior Disorder =s part of the permanent structure of the classroom- students are strategically paired and grouped. $his )ill hopefully minimi<e conflict bet)een students )ho do not )or1 )ell together. Careful monitoring of the interactions )ill determine if there is a problem. If problems arise- student can *oin the teacher8s IgroupJ at the front of the class to complete the lesson. If conflict continues students may be as1ed to )or1 independently for reading and pro*ect. ADD/AD1D Cooperative group )or1 can be very effective for =((.=(>( students. $his lesson incorporates a variety of resources and activities to grab and hold interest. Student response re:uirements are bro1en up throughout the lesson )ith short intervals of instruction as )ell as hands on activities. ESL/ELL Aocabulary instruction is imperative for ES!.E!! students. $eacher )ill monitor understanding throughout the lesson as )ell as provide an e ample on the )hite board for every activity and response ta1ing place. Students )ill 1eep a record of all ne) vocabulary

Name: Jana Emrich Course/Section EDUC345

learned- in the bac1 of their social studies noteboo1- for future reference.

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0locabulary $he $hree Branches of Government

LEGISLATIVE: Yeah. Its the legislative branch. Im the one that pass the laws. So if o! want to ma"e something happen# o!ve got to go thro!gh me. E$E%&TIVE: Its the e'ec!tive branch. (hos calling the shots in the oval office) *&+I%IAL: Yeah# eah# its the co!rts. *!,icial. It goes check, check to stay balanced, Not just one, we bring three talents. The powers? Got to keep em separated, Thats the motto, we made it. branches o! go"ernment, thats all# $egislati"e writes the laws, %&ecuti"e e&ecutes laws ' so o!!icial, The court system is (udicial.

Name: Jana Emrich Course/Section EDUC345 LEGISLATIVE: Im the legislative branch# I write laws# (itho!t me# it, be anarch of co!rse. Sa m name: Im calle, %ongress# Sitting on %apitol -ill# "i, thats honest. .a,e !p of the Senate an, the -o!se of /eps# (e write a bill an, sen, it to the 0resi,ents ,es". (e legislate# an, we roll ,eep# 121 members in m cli3!e# see) Senate) Each state sen,s two# 455 senators in all# thats how we ,o. The -o!se of /epresentatives is b pop!lation# %ali reps the har,est# no ,ebating. If m bills get a 0resi,ential veto# I can overri,e that with eno!gh people. I wrote the b!,get an, Im passing the laws# 6ow Imma grab the mic an, pass it off... E$E%&TIVE: 7h# he %ongress 8 sometimes I nee, to mess with o!r plans# I carr o!t laws# Im the E'ec!tive branch# Im the presi,ent# roll with the V0 an, cabinet# An, Ill veto o!r laws if Im not having it. So hail to the comman,er in chief# All the arme, forces nee, to follow me. . powers been blossoming since George (ashington Steppe, to the office an, ,i, awesome things. Ive got a bowling alle in m home# (here I call in air stri"es from invisible ,rones. (ho appoints the %abinet an, 9!,ges too) The boss in the 7val 7ffice thats who. *&+I%IAL: %hec" chec"# Imma "eep it short# The *!,icial s stem# Im the co!rts. . highest co!rt# thats S!preme# All : 9!stices "now what I mean: 6ominate, b the pres# confirme, b the Senate# 6o term limits# the serve a life sentence. 0lea, o!r case# its not !n!s!al# ;or me to r!le a law !nconstit!tional.

Name: Jana Emrich Course/Section EDUC345 LEGISLATIVE: So I write a law. E$E%&TIVE: (ell# I might veto it. LEGISLATIVE: An, I can overri,e that# o! "now it. E$E%&TIVE: .an# Im e'ec!tive# the one that carries it o!t. *&+I%IAL: It can get challenge, in the co!rts# thats what Im all abo!t. I might ,eclare it !nconstit!tional. LEGISLATIVE: I can impeach 9!,ges who act !n!s!al# E$E%&TIVE: I nominate 9!stices in the first place. LEGISLATIVE: I can impeach o! too if o! step o!t of place. branches o! go"ernment, thats all# $egislati"e writes the laws, %&ecuti"e e&ecutes laws ' so o!!icial, The court system is (udicial. )&*+ It goes check, check to stay balanced, Not just one, we bring three talents. The powers? Got to keep em separated, Thats the motto, we made it.

Name: Jana Emrich Course/Section EDUC345

Write 3 facts about the LEGISLATIVE BRANCH of the national go ern!ent" #se the $or% ban& to hel' (ou $rite these facts"

KKKKCongress >ouse KKKK>ouse of #epresentatives KKKK3 people per state KKKKSenate

KKKKSpea1er of the KKKKma1es la)s KKKKbicameral KKKK43' members

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Name: Jana Emrich Course/Section EDUC345

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KKKK9resident KKKK>ouse and Senate KKKKagencies KKKK3 terms

KKKKenforces la)s KKKK+' departments KKKK4 years KKKKAice 9resident

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Name: Jana Emrich Course/Section EDUC345

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Write 3 facts about the *#+ICIAL BRANCH of the national go ern!ent" #se the $or% ban& to hel' (ou $rite these facts"

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KKKKChief "ustice KKKK*ob for life KKKKdecides arguments about the meaning of the la) KKKKsee if people brea1 la)s of the Constitution +7 KKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKK KKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKK KKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKK

Name: Jana Emrich Course/Section EDUC345

37 KKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKK KKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKK KKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKK 37 KKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKK KKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKK KKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKK #eferences:

>amilton- ". 63,,'7. Branches of Government. Edina: =B(D 9ublishing Company. #oc1- 3. G. 63,+37. 3 Branches of Government Informational Writing. #etrieved from $eachers 9ay $eachers: http:..))).teacherspayteachers.com.9roduct.3& Branches&of&Government&Informational&2riting hree Branches of Government. 6n.d.7. #etrieved from 0locabulary & >ip&>op in the Classroom: http:..flocabulary.com.3&branches&of&government.